Northeast Kentucky Association for Gifted Education

Who is Gifted and Talented?

Kentucky school districts must identify and serve students in five categories:

a) General Intellectual AbilityThese are the students who are identified on the basis of an IQ score (9th stanine on a full scale comprehensive test of intellectual ability).

b)  Specific Academic Aptitude:  These are the students who are identified on the basis of a 9th stanine on an individual  or group test of academic aptitude (achievement test).

c) Creativity: These are the stuents who are identified on the basis of formal or informal measures - creativity tests, creative writing samples, observations of creative problem-solving, or product creation.

d) Leadership: These are the students who are identified on the basis of informal measures that include demonstrated leadership roles, sociograms, observations of leadership, product/portfolio review, or self-reflections.

e) Visual/Performing Arts:  These are the students who are identified based on performance through observations of demonstrated arts ability, portfolio review, and/or audition

Gifted Students are a Category of Exceptional Children

Gifted students are included as a category of exceptional children requiring accommodation in the Kentucky Education Reform Act. The purpose of identifying and serving gifted youth within schools is to ensure appropriate levels of instruction in order to maximize the potential of every child.  Contrary to the myth, gifted children will not "make it on their own.

((Excerpt from "Nurturing Our Future" brochure previously cited.) 


General Signs of Potential Giftedness:

In younger children, some signs of advancement are easy to see, such as a nine month old who is already walking, a two year old who knows all of his colors, a three year old who is already counting, or a four year old who knows how to read.

Other signs are more subtle, such as having a long attention span, extraordinary memory, vivid imagination, curiosity, sensitivity, compassion, enjoying learning and learning things quickly.

 (Excerpt from

Early Signs-Specifics

Early Signs of Giftedness

By Inderbir Kaur Sandhu, Ph.D

Many parents have indicated interest on how to pick on early signs of giftedness for very young children. Therefore, I believe that the rough estimation I came up with from various researches and my personal experiences may be of help to many parents. It must be noted that more and more children are showing signs of early advancement due to parental awareness that leads to the right coaching and nurturance. Hence, to be placed in gifted programs today, the criteria are much tougher than it has ever been in the past and competition is rather stiff. However, regardless on whether a child shows signs early or later, all children deserve an opportunity to develop themselves to the fullest and at a tender age, parents are the best teachers/educators.

There are two ranges of age groups that I am concentrating on; from birth to 2 years old and from 2 – 4 years of age.

Birth – 2 years
The following checklist is a rough indication of what you may want to look out for after your child is born up to 2 years of age.

  • Ability of recognize carers early (within a few months after birth)
  • Early expressions (e.g. smiling)
  • Unusual alertness
  • Interest in books (turning pages of books before 1 year of age and paying attention when read to within 6 months)
  • Interest in computers 
  • Unusually active and high levels of energy (but not hyperactive)
  • Playing with shape sorters by about 11 months.
  • Ability to form two word phrases by 14 months
  • Ability to understand instructions by 18 months
  • Ability to say and understand many words before 18 months
  • Could stay still and enjoy a TV programs (e.g., Sesame Street) by the age of 1
  • Has favorite TV shows/VCD/DVDs by age 1
  • Appears to require less sleep (yet not sleepy or irritable due to lack of sleep)
  • Recognition of letters/alphabets by age 2
  • Recognition and rote counting of numbers 1 – 10 or higher by age 2
  • Recognition of colors by age 2
  • Recognition of first word by age 2
  • Interest in puzzles by age 2
  • Has long attention span in interest areas by age 2
  • Ability to form at least 3 word sentence by age 2
  • Interest in time by age 2

2 – 4 years

The following includes all/most skills in the checklist above.

  • Early and extensive language development and vocabulary, forms grammatically correct sentences as compared to peers
  • Interest in computers (not video games)
  • Ability to solve a 20-piece puzzle by age 3
  • Has a vivid imagination (includes having imaginary friends)
  • Extraordinary feats of memory
  • Extreme curiosity and asks many questions
  • Specific talent (if any), such as artistic ability or an unusual facility for numbers - becomes more apparent by age 4
  • Ability to memorize and recall facts easily
  • Early development of a sense of humor
  • Ability to do one-to-one counting for small quantities by age 3
  • Recognition of simple signs and own written name by age 3
  • Ability to write letters, numbers, words, and their names between 3 and 4 years
  • Ability to read easy readers by age 4
  • Rather independent on the computer by age 4
  • Demonstration of musical aptitude just after 2
  • Ability to do simple addition and subtraction by age 4
  • High degrees of mathematical understanding by age 4

The above checklist is at best regarded as a rough guide and bear in mind that not all of the skills and age guide mentioned is absolute. Some children may demonstrate these abilities at a younger age and some may be older and yet classified as advanced learners. However, this can be a good guide to look out for signs of early advanced development in children and provide the necessary platform for them to flourish.

In addition, bear in mind that a child can be both gifted and learning disabled. Unfortunately, more often than not, the disability is recognized while giftedness goes undetected. It is also a fact that giftedness in children from ethnic minorities, disadvantageous backgrounds (financially and educationally), and for those for whom English is a second language (almost all standardized tests are in English), is often overlooked as well. Be mindful if your child falls into any of these categories. If your child is in pre-school, make sure you ask your child's teacher to observe her/him and look for talents, skills and abilities that conventional tests fail to detect.

Finally yet importantly, you may want to check out the following website (The National Association for Gifted Children, UK) that provides an online questionnaire, which will give you an indicator about your child's level of development. Please bear in mind that the questionanire is a rough indicator only is by no means an assessment.  


Excerpts from 

Gifted Students Bill of Rights

Volume 8 / Issue 2 Winter 2008 Duke University's TIP-Gifted Letter

Provided as a Service of the National Association for Gifted Children


You have a right...

  • …to know about your giftedness.
  • …to learn something new everyday.
  • …to be passionate about your talent area without apologies.
  • …to have an identity beyond your talent area.
  • …to feel good about your accomplishments.
  • …to make mistakes.
  • …to seek guidance in the development of your talent.
  • …to have multiple peer groups and a variety of friends.
  • …to choose which of your talent areas you wish to pursue.
  • …not to be gifted at everything.

Myths About Giftedness

Duke Gifted LetterFor Parents of Gifted Children

Hot Topics From Previous Issues

The Many Faces of Acceleration: Creating an Optimal Match for the Advanced Learner

America's school system keeps bright students in line by forcing them to learn in a lock-step manner with their classmates. Teachers and principals disregard students’ desires to learn more—much more—than they are being taught. Instead of praise and encouragement, these...

Current Issue

Feature Story

Myriad Myths about Giftedness

Upon hearing the word "myth," one may think of Zeus on Mount Olympus or King Arthur at Camelot. However, not all myths come from history; modern myths exist as well. Some of the most prevalent modern myths in education...


We Want to Hear from You

Have ideas you would like to see covered in future issues of DGL? Want to give feedback on the current issue? Take a quick two minute survey to help us provide the information you need to raise your gifted child at: